The Ways of Fostering Student’s Autonomous Learning

賴湲

【Abstract】With the development of science and technology， knowledge is being replaced faster and faster. The students nowadays must be cultivated into lifelong learners to adjust themselves to the times of knowledge explosion. This study is to arouse students to be aware of the importance of autonomy in English learning and to enable them to have assistive attitude toward English learning. After gaining the knowledge of autonomy， this thesis give the whole society， including schools， parents， and students themselves some ways to foster and develop their autonomous learning.

【Key words】autonomous learning； foster

The Ways of Fostering Students Autonomous Learning

Ⅰ. Introduction

Over the last two decades， autonomous learning has taken on a growing importance in the field of language education. The concept of autonomy originated in the 1960s during which such concepts as life-long learning skills and independent thinkers were put forward. Holec is the first person who defines autonomy. In 1981， Holec gave autonomy such a definition as “the ability to take charge of ones learning， that is， to have and to hold the responsibility for all the decisions concerning all aspects of all this learning”.（Heloc，1981：3）. Afterwards the term autonomy has sparked considerable controversies. However， it is not hard to see all researchers reach a consensus that learning responsibility should be shifted from teachers to students. At the same time， all definitions indicate that learners must be autonomous thinkers and should take charge of the whole learning process.

Now leaner autonomy is the mainstream view in recent education research. It told us that the importance and necessity of students learning autonomy. Based on this， this thesis suggests some ways to foster students learning autonomy. It include the requirements for students， teachers and parents.

Ⅱ. Ways to foster students autonomous learning

2.1 The requirements for students

During the period of autonomous learning， the students themselves should realize very clearly that it is themselves not the teachers or parents that should take whole responsibility for their learning because they are afforded the opportunities to engage in self-generated， personally relevant communication which involves a wide range of motivations， functions， and meanings that may be very useful in the development of language learning （Cotterall， 1995：195-205）.

2.2 The requirements for teachers

Teachers also play an important role in fostering students learning autonomy. If teachers are able to provide students support as scaffold in autonomous learning， they can help student master their own study， and class will become a good place to develop autonomous learning.

2.2.1 To stimulate students' motivation.

The motivation plays an important role in students autonomous learning and plays a multiplier learning effect. Only in line with the status of students certified capacity， reasonable arrangements for teaching science content， can stimulate intrinsic motivation and enthusiasm of the students' learning， and accumulated a sense of accomplishment in learning English.

2.2.2 To renew teaching idea and changing teachers roles.

Teacher is the key to College English teaching reform， therefore， teacher should learn and understand the teaching theory. Cottrell research results show that： “the majority of students believe that a teacher in teaching students how to learn the professional knowledge is more important than they teach language or the ability to learn a language.” （Cotterall， 1999：493-513）. Therefore， teacher should not only “to preach， impart knowledge and explain the puzzle” and should “give fish”， help students learn to study is the teachers main responsibility.

2.2.3 To use effective learning strategies

In the autonomous learning， guiding students to master learning strategies should throughout the teaching and learning process. O Malley and Chamot believe that learning strategies have learning facilitation as a goal and are intentional on the part of the learner.（Malley and Chamot，1989：418-437）. The goal of strategies use is to “affect the learners motivational or effective state， or the way in the learner selects， acquires， organizes or integrates new knowledge.” （Weinstein & Mayer， 1986：128）. “The correct use of learning strategies can enhance students autonomy， independence， and self-regulative.”（Ni，2010： 30-37）. Teacher should in particular to strengthen the cultivation of students metcognitive learning strategies to plan， monitor and evaluate learning activities. At the same time， teachers should allow the students to realize that only by constantly training can find a suitable， effective learning strategies and methods.

2.3 The requirements for parents

At home， parents can monitor their children of what their children have studied at school and whether or not their children have understood subjects learned， but do not worry about them a lot， instead， they should believe in their children. Parents should give their advice based on their knowledge to their Children. Then， their children will have a specific direction to learn English more effectively.

Ⅲ. Conclusion

Autonomous leaning is a kind of learning method， but not teaching method. Students are in the process of becoming autonomous and are expected to be always autonomous to be lifelong learners. If teachers are able to provide students support as scaffold in autonomous learning， they can help students master their own study， and class will become a good place to develop autonomous learning. Only in this way， the more they learn， the more they love learning. So we should push the idea forward as far as we can go now.

The author here would like to quote another Chinese saying： “Give a man a fish， and you feed him a day； teach him how to fish， and you feed them for a life time.” The ultimate purpose of this paper is to help students master the ways of autonomous learning and to urge the whole society to develop the autonomy of students in English learning.

References：

[1]Cotterall，S.（1995）.Readiness for autonomy：Investigating learner beliefs.System，23.

[2]Cotterall，S.Key Variables in language learning：What Do Learners Believe about Them？ System，1999，（27）.

[3]Holec，H.1981.Autonomy and Foreign Language Learning.Oxford：OUP.

[4]OMalley，J.M.Chamot，A.U.Kupper，L.Listening Comprehension Strategies in Second Language Acquisition.Applied Linguistics，1989，（10）.

[5]Weinstein，C.E.& R.E.Mayer.The Teaching of Learning Strategies.New York：Macmillan.1986.

[6]倪清泉.大學(xué)英語學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)策略與自主學(xué)習(xí)能力的相關(guān)性實(shí)證研究[J].外語界，2010，（138）.